Ask more. Know more. Share more. Speak more.
Create Compelling Classroom Conversations.
That's the core educational philosophy behind this blog by an experienced English as a Second Language teacher working in Los Angeles. The evolving blog shares educational resources, sparks conversations between ESL teachers and English language learners, and discusses effective teaching techniques.
Although "well-begun is half done," the blog will continue to develop and deepen over time.
How do you say that again? Which is correct? What is a sound comparison?
English teachers and linguists might also find website www.soundcomparisions.com worth a visit. Focusing on the many different dialects of English across the world, it implicitly challenges the notion of a “correct” or “accurate” pronunciation of English. The sound files come from England, Wales, Scotland, Ireland, North Amerca, South Africa, Australia, New Zealand, Nigeria, India, and Singapore. Some accents, for this American listener, require significant effort to understand. All dialects, however, successfully function within their local areas.
Of course, context matters. If international students plan to study at an American university, it behooves them to listen to North American dialects – and make sure that their pronunciation is clear and comprehensible to American listeners. If they hope to attend a Scottish university, students might want to try out that accent as the target sound. Being audience focused, after all, is part of effective communication and good manners.
That is also why I very seldom "correct" international friends on their pronunciation if I can understand the word. If asked, I will gladly observe the standard "American" pronunciation and repeat what I heard. Yet focusing, perhaps even obsessing, on "correct" pronunciation can often block English language learners from communicating ideas and being themselves in English. Let's keep the focus on comprehensibility and ideas - and remember the wide, wonderful world of English accents!
Welcome to Compelling Conversations! Volume 1: Issue 1
This issue has been long overdue, and for our first 2009 issue, we would like to personally thank you for subscribing to our newsletter for English teachers. We appreciate your visit to our website and, for this reason, we have good news:
A discount coupon for our book! If you've haven't had the opportunity to get a copy of our book, we have lowered the price for our subscribers: you can get $5 off the regular price for Compelling Conversations: Questions and Quotations on Timeless Topics (for ESL learners and teachers)! Click here to get your copy for $15 (instead of $20).
Or just download our free Compelling Conversations chapters on Change and on Job Interviews.
Don't forget to check out our special thank you offer again at the end of this newsletter.
In This Issue Articles of Interest
The Compelling Conversations Blog recently had a post on World Englishes, which linked to a review on a book by the same name. In this newsletter you will find an intro to Eric Roth's review (to the right), and for the sake of providing different perspectives on the subject matter, here are a few articles that have caught our attention.
UsingEnglish.com provides a short article on how native English speakers are not always considered the best choice for foreign businesses. Perhaps the debate for International English should focus on the listening audience.
This is an extensive article on English as a global language for business, which was written by Jeanette Gilsdorf, a Professor in the Department of Information Systems at the College of Business Administration at California State University – Long Beach.
The radio program This I Believe was also reviewed on the Compelling Conversations Blog. We offer an assignment/worksheet on the post, and you will find an intro and direct link on the right.
World Englishes Review by Eric Roth
Do the English in England speak the same English as the Americans, the Jamaicans, the South Africans, the Australians, the Irish, and the Indians? Do they even speak the same English as they did 100 years ago before radio, television, and the internet? Should there be a global standard for all English speakers? Linguist Andy Kirkpatrick raises these and many other provocative questions in his exceptionally documented book “World Englishes: Implications for International Communication and English Language Teaching” published by Cambridge University Press.
What are your core beliefs? More importantly, what are your students’ core beliefs? How can you help English language learners improve their listening skills while exploring their own personal philosophy? Do you use radio podcasts in your English classrooms or ask students to write personal essays? If so, you might want to visit www.ThisIBelieve.org for excellent, fascinating authentic listening materials.
Are you (or will you be) teaching an ESL class? Here are a few articles that relate to our trademark phrase "Ask more. Know more. Share more." on conversations in the ESL classroom, along with other articles about teaching abroad:
This is a useful article by Mario Rinvolucri, which provides example questions and things you can do to check your students for understanding (before asking them directly).
Memoirs of a Teacher This article gives the perspective of an ESL teacher who followed in his mother's footsteps after an experience in Korea. He debated about going, but the experience proved fruitful.
Improving Teacher-Student Interaction This report on an action research project provides insights on how to effectively get your students to participate in class. Having active students isn't just about asking compelling questions, but rather how they are asked!
Teaching English in Vietnam This article goes over the requirements, available positions, what living there means, and the general expectations you should keep in mind on what it takes to teach ESL in Vietnam.
Vietnam Embraces English Classes - and Looks for Communicative English Teachers Thursday, April 2nd, 2009
My recent trip to Vietnam to meet English teachers and lead a professional development seminar at the American-Pacific University, Vietnam lead to many wonderful moments and a few surprising conversations.
Teaching English in developing countries always poses challenges, and Vietnam falls into that category. Let me share a few selective details to provide a brief introduction to the education atmosphere for English teachers who prefer a communicative approach to grammar drill and kill tasks. Consider the gap between a traditional teacher-centered education philosophy and modern student-centered approaches for teaching English.
By the way, the Compelling Conversations Blog will be getting a make-over! Yes, we'll soon be incorporating more digital media, changing our theme, and we'll be making it easier for you to get a copy of our class worksheets. We want to move beyond mere text and incorporate more pictures and sound to create a livelier, more 21st century look.
Again, as a newsletter subscriber, you qualify for a $5 discount on our downloadable ESL ebook that makes teaching conversation in English class a simple joy. Why not buy your copy today?
Have you seen Slumdog Millionaire yet? What about the Wrestler? Both of these outstanding films offer many poignant scenes, powerful performances, and excellent dialogue. Both movies should collect at least a few Oscars tonight. Yet one often overlooked feature of both films remains their depiction of the allure and danger of crowds. A mob scene, fueled by religious hatred, leads to a brutal massacre in Slumdog Millionaire that haunts the main character. Unfortunately, as the recent televised terrorist attacks in Mumbai show, religious intolerance remains a huge problem both within India and between India and Pakistan. Likewise, The Wrestler shows the pleasures for a star pe- whether as a wrestler or stripper - of a crowd's attention and brief affection. Yet the film also discloses both the fragility of the crowd's affection - and ugly underside that can emerge. Wresting crowds scream for righteous violence, pushing performers to both abuse their rivals and themselves to appease the calls for literal blood. How far have we really come since ancient Roman gladiators? Further, both award-winning films show how individuals need to connect and overcome isolation. Authentic, private conversations offer a chance for characters to find solace, friendship, and love. The Wrestler gives glimpses into the possibilities for a broken father-daughter relationship with seaside walks and talks. Yet it also painfully portrays the gap between vague intentions and actual commitment when a father fails to ask questions, listen to, and pay attention to his daughter. In the film, the wrestler knows almost nothing about his daughter - and can only relate on a superficial role to role manner. Without giving away too much of the plot, the main character's inability to really talk to and care about females leads to dangerous dependence on worshiping crowds. He could relate to groups of people - and his profession encouraged relating based on stereotypes. This failure to engage with individuals instead of abstract types causes many painful mistakes - and helps push the Wrestler over the edge. I recognize that creating space for authentic classroom conversations, especially in a second, third, or fourth language is difficult. Private English tutors often form a closer, more natural bond while teaching English than many adult education English teachers working with large classes. That's probably inevitable since numbers do matter. After all, tutors can tailor their private English lessons to their clients and allow natural conversations to evolve. Yet caring, thoughtful English teachers can also carve out some space for students to express their thoughts and share their experience in both classroom discussions and private conversations. Conversation practice, however, makes English class far more student-centered and gives students a chance to learn by doing. In fact, I consider teaching conversation skills to be an essential skill for everyone - parents, children, immigrants, workers, wrestlers, policeman, and family members. Conversation allows us to learn about others, explore our own lives, and overcome loneliness. Just asking questions, listening to responses, and exchanging a few reflective words can deepen and improve relationships - inside a classroom and outside in the world. Authentic conversations as the healthy counter to mindless violence of crazed crowds can be clearly seen in both Slumdog Millionaire and The Wrestler. Perhaps that message will reach some of the estimated 1 billion people watching the Oscar show later tonight on television and at parties. I hope so. As Thomas Mann wrote, "Silence isolates... Conversation is civilization itself."
Ask more. Know more. Share more. Create Compelling Conversations. Visit www.CompellingConversations.com
Do you match? How do you know? Where does kissing come from?
Are you romantically involved? Do you match your partner? How do you know? Who will you choose to share your life with? Are you considering marriage? Are you already married? Use these questions as a springboard to reflect on your options, choices, and desires on this Valentine’s Day.
Here is chapter #33 from Compelling Conversations that many friends have told me is better for native speakers than English language learners or ESL classrooms. Perhaps they are right. On the other hand, I’ve had great conversations in my adult ESL and college ESL classes using this chapter too.
As both a happily married man of 14 years and the child of divorced parents, these questions seem like smart questions to ask - even for romantics on Valentine’s Day. Perhaps especially on Valentine’s Day when the official propaganda of “love will conquer all” seems so pervasive. So whether English teachers ask themselves, their partner, or their students these questions, I’d like to share this list on my blog tonight.
I’m also including a short videoclip from Discovery News that I found quite interesting on the origins of kissing and how that satisfying activity is believed to have spread around the globe. Enjoy!
The Skinny on Smooching from Discovery News
1. Why do (did) you want to get married? 2. Do (did) you have a checklist of qualities for a potential spouse? 3. What are the three main qualifications on your checklist? Partner? Provider? Lover? Friend? 4. When did you fall in love? Did one person fall first? Who? 5. How did you know your lover was the one? How did your thinking evolve? 6. Did you ever have moments of doubt? How did your thinking evolve? 7. Do you think people should live together before they get married? Why? Can you share some examples? 8. Are sex, love and marriage linked in your mind, or is each separate? How are they different? 9. What are some endearing qualities of your companion? 10. Do you like your partner’s friends? Do you respect them? Why? 11. What advice have your parents and close friends given you? Your extended family? How important is their opinion in your decision? Why? 12. Do you think you are marrying only an individual or are you also marrying your spouse’s family? How would you describe your potential in-laws? 13. What does your partner do that annoys you? 14. Do you expect to be the pilot, co-pilot, or passenger in the marriage? Why? 15. What, if anything, would definitely cause you to divorce? Why?
Q U E S T I O N S A N D Q U OTAT I O N S O N T I M E L E S S TO P I C S • 1 0 5 V O C A B U L A R Y Review these words and expressions. Circle the words that you know. potential ………………………………………………………………………………………. neat freak …………………………………………………………………………………….. spouse ………………………………………………………………………………………….. nupital …………………………………………………………………………………………. conflicts ……………………………………………………………………………………….. checklist ……………………………………………………………………………………….. resolve …………………………………………………………………………………………. pre-nuptial …………………………………………………………………………………… compatible …………………………………………………………………………………… pack rat ……………………………………………………………………………………….. justify …………………………………………………………………………………………… evolve …………………………………………………………………………………………..
P R O V E R B S What do these proverbs mean? Can you share some other proverbs? The needle is always accompanied by the thread.—Korean Strange is the affinity that binds two in marriage.—Japanese Whoever marries only for beauty will live in misery.—Russian
T H E C O N V E R S A T I O N C O N T I N U E S … 1. Thinking about personal preferences, do you like to stay up late or get up early? Do you have compatible sleeping habits? 2. Do you have similar media habits? What about tastes in TV shows and movies? 3. Where do you prefer to live? Country? City? Farm? Apartment? House? 4. Are you a pack rat? Are you a neat freak? Are your styles compatible? 5. Will you still love your partner when he or she is 64? Will your partner love you with wrinkles? 6. Do you know an older couple that might be a model for a good partnership? Who are they? 7. What activities do you enjoy in your leisure time? Will your spouse join you? 8. Do you and your lover share spending philosophies? Do you shop together? 9. Do you expect to live with older generations? Who? Why? Where? When? 10. What is your approach to settling conflicts? How often do you have conflicts? 11. Do you want children? How many? N O T E S & Q U E S T I O N S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 0 6 • w w w. c o m p e l l i n g c o n v e r s a t i o n s . c o m
12. Do you believe in birth control? Why? 13. How do you think your baby would look like? Why? 14. What kind of parent do you expect your spouse to become? Why? 15. Would you want your sons to be like the man you’re marrying? Would you want your daughters to be like the woman you’re marrying? 16. Do you expect to follow family or religious traditions? Which ones? Why? 17. If disagreements arise about children, how do you expect to resolve them? 18. Do you think all money should be shared or should each spouse have separate bank accounts? Why? How do you expect to manage household expenses? 19. What were the best gifts that you’ve given or received in the relationship? 20. What passions do you share? What unites you as a couple? 21. Do you have a favorite photograph of you as a couple? Can you describe it? 22. Where do you want to travel together? What do you want to see together? 23. What are you looking forward to doing together as a married couple? 24. How do you expect your life to change once you are married? What are some advantages of being married? 25. Do you have any tips or suggestions on how to create and preserve a happy marriage?
Q U O T A T I O N S Which two quotations come closest to your attitudes? 1. “By all means marry; if you get a good wife, you’ll become happy; if you get a bad one, you’ll become a philosopher.” —Socrates (470-339 BC), Greek philosopher 2. “Man’s best possession is a sympathetic wife.” —Euripides (480-406 BC), playwright 3. “I’m so gullible. I’m so damn gullible. And I am so sick of being gullible.” —Lana Turner (1921-1995), Hollywood star married seven times 4. “Love is the ideal thing, marriage a real thing; a confusion of the real with the ideal never goes unpunished.” —Goethe (1749-1832), German poet, novelist, and scientist 5. “Marriage is a great institution, but I’m not ready for an institution.” —Mae West (1892-1980), American actress 7. “Love means never having to say you’re sorry.” —Ali McGraw in Love Story (1970)
“Love is the ideal thing, marriage a real thing; a confusion of the real with the ideal never goes unpunished.” Goethe (1749-1832), German poet, novelist, and scientist
Q U E S T I O N S A N D Q U OTAT I O N S O N T I M E L E S S TO P I C S • 1 0 7
8. “Marriage: A word that should be pronounced ‘mirage.’” —Herbert Spencer (1820-1903), English philosopher 9. “No matter who you get married to, you wake up married to somebody else.” —Marlon Brando in Guys and Dolls (1955) 10. “Second marriage: the triumph of hope over experience.” —Dr. Samuel Johnson (1709-1784), English writer 11. “Marriage is a very good thing, but I think it’s a mistake to make a habit of it.” —W. Somerset Maugham (1874-1965), English novelist 12. “A happy marriage is a long conversation that always seems too short.” —Andre Maurois (1885-1967), French author 13. “A successful marriage is not a gift; it is an achievement.” —Ann Landers (1918-2002), American advice columnist ★ O N Y O U R O W N With your class partner, list three celebrity marriages that have ended in divorce. For each couple who divorced, list two reasons you think their marriage did not last. Then, list three marriages of well known people that have lasted more than 20 years. For each couple, list two reasons why you think their marriage lasted. Share with the class. 1. …………………………………………………………………………………………………… • . ………………………………………………………………………………………………. • . ………………………………………………………………………………………………. 2. ……………………………………………………………………………………………………. • . ………………………………………………………………………………………………. • . ………………………………………………………………………………………………. 3. ……………………………………………………………………………………………………. • . ………………………………………………………………………………………………. • . ………………………………………………………………………………………………. 1. …………………………………………………………………………………………………… • . ………………………………………………………………………………………………. • . ………………………………………………………………………………………………. 2. ……………………………………………………………………………………………………. • . ………………………………………………………………………………………………. • . ………………………………………………………………………………………………. 3. ……………………………………………………………………………………………………. • . ………………………………………………………………………………………………. • . ………………………………………………………………………………………………. 1 0 8 • w w w. c o m p e l l i n g c o n v e r s a t i o n s . c o m
Are you looking for more excellent videoclips for your English classes or private lessons?
As blog readers know, I'm a huge fan of encouraging students to find their own materials to summarize for homework on particular topics. For instance, students in my high intermediate oral skills found and reviewed videos offering advice on job interviews. Students emailed me their recommended clips with a short descriptive paragraph and a few sentences evaluating the video. Then I edited their writing, combined their reviews into a single document, and emailed the entire class the videoclips.
"Use or lose" was my comment. "Viewing these videoclips is an opportunity, not an obligation. Enjoy!" Almost every student chose to watch the videos and our 10-15 minute mock job interviews were quite strong. Allowing students to select their own materials lead to more authentic, student centered learning both in and out of the classroom.
Yet sometimes both students and teachers lack time. It's a real pleasure to have someone systematically collect and sort through potential video materials for class. Hall Houston, the author of The Creative Classroom: Teaching Languages Outside the Box, recently posted about Jamie Keddie's excellent website TEFLclips.com on his blog:
Hall writes, "This website ( http://www.teflclips.com/ ) contains over 30 clever lesson plans for using video clips in the TEFL classroom. The lessons are well-written and contain teacher's notes and handouts. I am looking forward to using some of these lessons in my classes this year (2009)." As so often, I share Hall's tastes and concerns for creating a dynamic, creative classroom where students learn English and critical thinking skills.
By the way, Hall recently wrote a long, very positive review of Compelling Conversations: Questions and Quotations on Timeless Topics for English Teaching Professional. (Here's a shout out to Hall. Thanks for the review and tip on videoclips!)
We live in a wonderful time to teach English. The technology allows us to gently cajole students to become autotelic, or self-directed, in their studies. Teaching with videoclips, both as homework and in class, adds visual information and builds rapport with our 21st century English students.
Use it or lose it. You choose. Will video work in your class?
Ask more. Know more. Share more. Create Compelling Conversations. Visit www.CompellingConversations.com
Experience trumps pieces of paper – but only in the classroom!
Let me explain. Many educational institutions, especially in some places, remain paper-driven. Let me give a sad example. I currently teach English at an elite private university and write articles for numerous publications, but I couldn't get a teaching position in a California public school teaching English because I lack the right MA.
Expertise and experience, for many educational institutions, remain of limited use. Former President Clinton could not teach government, history, or social studies in California public schools. Academy Award winning actors can not teach theater in the schools. World class musicians can't teach music. It's utterly absurd.
As a result of this obsession with paper credentials and undervaluing of experience, experts and experienced teachers work with more upper-income students and elite institutions. The considerable gap between public schools and private schools becomes even larger. The public school system continually turns away experienced, quality teachers because of their very narrow notions of what qualifies one to teach students. Sometimes creative, talented teachers decide to teach English abroad to practice their craft, see more of our fascinating world, and share their love of English.
It's also self defeating for public school systems. Students and parents are voting with their feet, and leaving the system. The charter school movement is a direct response to this bureaucratic paradigm. Flexibility and commonsense would encourage professions to teach in schools and make mid-career shifts. I personally know three professionals - a banker and two lawyers - that would also love to teach high school for a few years as a change. Yet rigid regulations and narrow definitions of what makes someone qualified to teach in a California public school classroom prohibit this possibility. Again, students, parents, and potential teachers lose. Who wins by this obsession with paper credentials?
"We learn to walk by stumbling", goes the Bulgarian proverb. Teachers, and students, learn by doing and making good mistakes. Larry M. Lynch, a prolific author, recently examined this problem in “Are Some Credentials Overrated?” on his BetterEFLteacher blog. He nailed the problem with reading 500 books to become a recognized expert instead of just throwing yourself in and gaining experience.
The best teachers are often autotelic (self-directed), and share their passion for learning and model love of knowledge. Adding a PhD after your name doesn't magically transform a student into a dynamic, quality English teacher. Nor does proving one’spatience with boring bureaucratic procedures and reciting the latest educational jargon.
As Ms.Lucy, another English teacher and coordinator, notes, "you either have it - or you don't."
Ask more. Know more. Share more. Create Compelling Conversations. Visit www.CompellingConversations.com
Cities attract the young, the strong, and the ambitious. Cities also provide housing, jobs, and hope for those fleeing boredom, economic crisis, and war. Our 21st century cities, like our English classrooms, reflect the diversity of the human experience.
Millions move from the countryside and across the globe to live in new cities every year. Cities provide employment, culture, and education. Cities are exciting. Yet, sometimes danger also lurks in cities. Many students struggle with economic pressures, culture shock, and criminal activity. Shouldn't we discuss these conflicting pressures in our ESL classrooms?
Teaching English in Los Angeles and Santa Monica I’ve found that students, who come from across the globe, eager to talk about cities. Some English students share stories about moving from rural areas and small towns to an international city; other students enjoy telling about their travel experiences. Discussions naturally touch on housing, employment, and lifestyle choices. English language learners – whether adult immigrants creating a new home or university students living abroad – can reflect on their experiences and share insights discussing urban life.
Are you a city person? Why? How are cities different from small towns? What cities have you visited? Lived in? What attracted you to this city? What do you find stressful about city life? What do you find satisfying about living in a city?
This month Exploring Cities, one of my favorite chapters, is highlighted as a free chapter on Compelling Conversations. Perhaps you will create some compelling conversations about cities in your classroom too. Check it out.
Ask more. Know more. Share more. Create Compelling Conversations. Visit www.CompellingConversations.com
Who makes the rules? Who chooses the rulers? Can citizens peacefully replace corrupt leaders?
In the United States of America, voters enjoy their opportunity to hire and fire the President. On Tuesday, American citizens voted, selected a new leader, and millions of people around the nation smiled, laughed, and felt hopeful again. Senator Obama, as so often, captured the power and beauty of the peaceful transfer of power in his eloquent victory speech.
"If there is anyone out there who still doubts that America is a place where all things are possible; who still wonders if the dream of our founders is alive in our time; who still questions the power of our democracy, tonight is your answer. " Barack Hussein Obama (1961- ), President-elect of the United States
I, like so many Americans, feel very proud. We are coming back – to our ideals, our citizens, and our best traditions! The United States, the first nation explicitly created on enlightenment ideals, will become an inspiring 21st century nation.
This surprising election seems like a very teachable moment. Immigrants and international students can rest assured that they made the right decision to come to the United States. English language learners around the world should feel the enlarged possibilities that come with our strange tongue. European sceptics and Arab critics should candidly reassess their prejudices about Americans and the American government. After all, Obama – the son of an international African student and an adventurous Midwestern scholar – has just won the Presidency of the United States. Where else could that happen?
Let's talk about the power of elections and democratic values in our English classes. Let's discuss the possibilities for peaceful reform, voting, and the rights of citizens to choose their own leaders. ESL/Civics classes always discuss these questions, but English teachers should also celebrate this Anglo-American tradition in English language classes around the world. Let's start defending Western values in our classes- and even promoting western democratic principles. Human rights matter. Democracy matters. Freedom counts. The good society can face its problems, openly debate vital public policy issues, and peacefully elect new leaders.
Who gets to speak in class? Whose ideas count? Who chooses the assignments? How do students receive feedback? Do students have a chance to conference with their instructors? Can YouTube be a valuable source for homework assignment? Do you want your students to become self-directed - or autotelic - in their studies?
Here’s a quick checklist that ESL teachers that I created for a recent LA CATESOL regional conference workshop called “Techniques for a More Democratic Classroom."
My core assumption remains that giving students more opportunities to literally speak, write, and share their insights leads to a more engaging, dynamic, and valuable classroom experience. I will write more on this topic in a few days, but here are some questions to consider.
1. Who do you currently teach? How would you describe the students? 2. What are some of their personal interests? 3. How can student interests be better incorporated into the curriculum? 4. Which assignments do students currently choose? Which seems most successful? Why? 5. What are some benefits of greater student participation? 6. What are some risks of greater student participation? 7. Do you want to increase the number of choices students make? 8. What critical language skills can be taught by tapping into their interests? 9. How can you tweak current material to better individualize instruction? 10. What internet resources can you use to augment the current curriculum? 11. Which exercises or activities do you find most successful in your classroom? 12. What decisions do you keep as your prerogative as the instructor? 13. Will your students become self-directed learners? 14. How can you encourage that possibility? 15. How can you create a more democratic classroom? 16. What are some obstacles to a more democratic classroom? 17. How does technology encourage a more democratic classroom?
“Education is a kind of continuing dialogue and a dialogue assumes, in the nature of the case, different points of view.” Robert Hutchins (1899-1977), former President of University of Chicago and educational philosopher
Do you agree? Disagree? Why? Feel free to let me know. I’ll post an article in a few days outlining some of my thoughts and sharing some materials.
Ask more. Know more. Share more. Create Compelling Conversations. Visit www.CompellingConversations.com
What are you doing differently this semester in your English class?
As a new semester begins, I face the familiar task - and pleasure - of selecting new materials and creating new forms for my oral skills class. One goal is to have students use the internet more; another to provide more opportunities for peer feedback on oral presentations.
Although I do not have a conversation class this semester, I do teach a high intermediate oral skills class that focuses on academic presentations. The students come from several Asian countries and are all graduate students - almost exclusively in engineering. Workplace surveys continue to identify communication skills, including speaking skills, as a top priority for employers - especially in engineering!
The class will include several informal, short presentations in addition to the longer, more formal presentations that receive a grade. Whenever possible, I prefer to give students to receive fairly immediate feedback, from their peers and me, on their presentations. Students, as a result, will read peer evaluations from the entire class after giving a short presentation like a product review, extended definition, or process description. To be effective, the form must be both simple and open… with some guidance. This collective feedback often validates instructor comments and prepares students to view their videotaped presentations in a more objective manner.
Here is my new form for peer evaluations of oral presentations.It emphasizes the positive aspects, inquires about what can be improved, allows more detailed observations, and provides a simple rating system. I have used a similar format with my engineering communication courses and expect that it will work in my ESL class too. Time will tell.
Feel free to copy, modify, or share the form to fit your ESL/EFL/speech classroom needs. ————————————————————————————- STUDENT: ____________________________________________________ TOPIC: ____________________________________________________ PEER: ____________________________________________________ GOOD TO SEE:
POINTS TO WORK ON: BEST PART:
WEAKEST PART:
OTHER OBSERVATIONS/TIPS:
Please circle the appropriate overall rating: 1 2 3 4 5 6 7 8 9 10
Ask more. Know more. Share more. Create Compelling Conversations. Visit www.CompellingConversations.com
Seek to Understand Have you ever seen two emotional people talk past each other? Both talk and neither listen. Both want to tell the other, and don’t want to hear – or understand – what the other person is saying. This happens too often in stressful workplaces. Stephen Covey, author of the international bestseller called “Seven Habits of Highly Effective People, advises people “to seek first to understand, then to be understood.” Following this traditional wisdom can improve workplace relationships and communication.
What are some techniques that can help understand other people? Here are some tips: • Listen first and avoid interrupting. • Pause before speaking. • Look people in the eye. • Be curious. • Ask “what” and “how” questions to get more information. • Keep the voice down. Stay calm. Talk slow. • Repeat or rephrase what people say to avoid misunderstandings.
What are some other tips to avoid misunderstandings or conflicts at work? 1. 2. 3. 4. What are some advantages of staying calm at work? 1. 2. 3.
Ask more. Know more. Share more. Create Compelling Conversations. Visit www.CompellingConversations.com
These simple words cause lots of confusion for English language learners. I’ve spent time helping a very wide range of ESL classes – from advanced adult education and community college students to intermediate English students in summer courses and regular university courses – struggle with idioms with “make” and “do.”
Here is a quick, imprecise guide that helps clarify the issue.
Look at some common expressions with “do”. • Do the dishes. • Do some chores. • Do your work. • Do exercises. • Do your best. • Do it over. • Do the report.
Do is used to describe an activity that you have to do, often over and over again. For instance, we “do the dishes” and “do the laundry” many times. Do also contains an element of duty and responsibility.
Now, take a look at some expressions with “make”. • Please make time. • You make dinner. • You make drawings. • You make decisions. • You make plans. • Your make reservations. • You make money. • You make friends.
Make is used to describe a creative activity or something you choose to do. You choose, for instance, to make plans, make friends, and make decisions. You have choices.
Why do we say “make dinner” if we have to do it over and over? Perhaps because cooking is seen more as a creative activity than a chore. But cleaning the table, and cleaning the dishes are just chores so we say “do the table” and “do the dishes.” That’s also why Americans say “make money” instead of “do money.” Making money is seen as both creative and a choice. Idioms are cultural. Sometimes Americans will use the verb “make” in a way that might seem strange, but “make a decision” to “do your best” and learn practical workplace expressions.
Finally, I encourage students to work together in small groups and create their own list of idioms with make and do. When I’m lucky and have time, I like to ask students to come to the white board and write their collection of idioms on the board. Homework, of course, is asking them to choose 5-10 idioms and write complete sentences.
So how do you teach the difference between do and make to your English students?
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Have you read English Teaching Forum magazine yet? It’s another outstanding resource for English language teachers whether working with adults in Africa, Eastern Europe, Southeast Asia, South America, or teaching English to immigrants and future citizens inside the United States. Published by the U.S. State Department, the excellent quarterly magazine includes concise lesson plans, reflective essays, and reproducible exercises.
I’ve subscribed for a year, and consistently been impressed at the depth, range, and creativity of the articles. The practical articles offer classroom suggestions that can be immediately used, putting many more academic publications on teaching English to shame. I’m keeping all my past issues of English Teaching Forum. I also wish more government sponsored educational efforts attained this high-quality. Perhaps excellence in public education will become fashionable again.
Fortunately, older issues of English Teaching Forum are also available online. The archives go back several years. You can read the Winter 2007 issue online. Each article can be downloaded in a separate PDF file, allowing teachers to pick and choose their favorite articles. Unfortunately, the 2008 issues remain in print form only. You can also find other valuable teacher resources at
Americans love to create top ten lists. Naturally, many English teachers use this format in their classrooms to express ideas and create discussions.
Sometimes, however, students will simply create a list and avoid providing clear reasons. In order to emphasize the need to share information and exchange insights, I often ask for a "top ten tips" to doing something. This twist also invites a wider range of topics from the practical to more philosophical.
You can ask students for their top ten tips for:
choosing a school?
saving money?
staying healthy and happy?
making and keeping friends?
avoiding boredom and finding satisfaction?
getting good grades?
learning English?
traveling to a new city/country?
Break students into groups of 3-4. Give them 20 minutes to come up their top ten tips on a given topic. Ask them to provide at least one reason and/or example for each answer.
Pass out different colors of chalk for each group. Have students write their answers on the board.
The instructor goes through the list, asking questions - both soft and hard, and engages student groups.Finally, after the instructor lead discussion, the entire class votes on the top ten tips.
This flexible, communicative activity can be constantly used to create engaging, lively classroom conversations. Students enjoy sharing information, telling stories, and helping each other make sense of an often strange land where people speak a strange language. By giving students a chance to offer advice, you also get to learn as you teach!
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What makes you smile? Can you recommend a good movie? What's your favorite song? How do you prepare for a test? How do you relax? Do you have a favorite English word?
Can you turn a bureaucratic requirement into a communication tool to express personal ideas and build classroom community? Absolutely.
Taking attendance remains a vital part of our teaching duties. Some schools even require student signatures to prevent fraud and inflated student numbers or covering for weak students. When faced with this situation years ago, I started adding simple questions to the attendance sheets. What's your favorite month? How will you revise your paper? What's your favorite sports team? What are you grateful for?
Students appreciate the opportunity to express their ideas and perceptions, and learn more about their classmates. The questions also help build a better classroom atmosphere and provide ice-breakers for students to talk with each other during break. Finally, this extra line turns a boring procedure into an educational tool that works for administrators, teachers, and students.
I consider that a win-win-win situation. What's not to like? As an old American TV commercial used to say, "try it - you'll like it."
Visit my website www.compellingconversations.com for free conversation materials, teaching tips for ESL/EFL classrooms, and information on an innovative conversation book for advanced ESL classes.
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Paraphrasing remains a critical skill in academic classrooms and in the larger world.
The ability to re-phrase and re-state, usually called paraphrasing, allows students to confirm information, accurately convey information, and avoid plagiarism problems in writing papers. Paraphrasing, usually quite emphasized in ESL and EFL writing classes, deserves some attention in conversation class too.
Students should learn to confirm information by asking clarification questions. Some useful phrases for a listener to ask include:
Are you saying…?
Do you mean?
What are you getting at?
If I understand you correctly, you are saying …
Did I get that right?
Speakers can also check to see if their group members understand their directions.
Can you understand me? Do you follow? Is that clear? Should I repeat the directions? Do you want me to repeat that?
Asking advanced students to repeat directions, in different words, can be an effective group activity. Student A tells a story, and Student B retells it to Student C. It also helps build vocabulary.
Another technique that I’ve found useful is asking students to paraphrase proverbs and quotations. This exercise, done in groups of two, is often followed by asking if students agree or disagree with the proverb or quotation. Of course, students have to give a reason and/or an example. ESL tutors and lucky teachers with small classes can further elaborate this technique to match student interests.
If students can accurately paraphrase a reading, a radio segment, or a verbal statement, they can actively participate in common conversations and classroom discussions. Many English teachers underestimate the importance of this skill, ansd assume students understand more than they might. Verbal paraphrasing activities allow both students and teachers to assess a listening comprehension in a natural, authentic manner.
Verbal paraphrasing, therefore, deserves more attention in speaking activities - especially in high intermediate and advanced levels!
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Sometimes you just have to smile and feel good about your achievements!
Praise, especially from an experienced colleague living thousands of miles away, on a difficult project feels satisfying. In the last week, I’ve received three emails from Joan V., an ESL teacher and tutor, praising Compelling Conversations: Questions and Quotations on Timeless Topics – the book that I co-authored and self-published. Naturally, a smile crosses my face.
Imagine my surprise when a complete stranger emails me that "Teachers and tutors should know about Compelling Conversations... It's a marvelous book!"
Her experiences mirror my own experiences with the material, and validate the book’s premise: engaging students in sophisticated conversation helps build their vocabulary, leads to memorable conversations, and deepens relationships.
Here, in her own words, are excerpts from Joan’s strong recommendation. -------------------------------------------------------------------------------------------------------
I am an English tutor working with Japanese adults in Jackson, Michigan. I was a public school and ESL teacher for many years, retired, and now my retirement job is tutoring. A few weeks ago I purchased the PDF of your book and then this week I bought the hard copy which just arrived from you this morning. I want to tell you what a marvelous book this is!
I’ve always used questions as a conversation stimulus, and now I have this whole organized around topics book to use with my students! As you probably know, Many Japanese arrive in this country with a fair understanding of English grammar and quite a lot of vocabulary, but are initially unable to engage in conversation. This book is the perfect answer to this situation!
Thank you so much for putting this together!
Teachers and tutors should know about Compelling Conversations... I was a classroom ESL teacher for many years, went to conferences with book displays shopping for books, and was usually disappointed by the books I saw. There were a lot of boring books out there!
The book needs to on display at ESL conferences if they are still being held. ESL teachers and tutors working with intermediate and advanced level students would choose this book over almost anything else if they knew about it. Also many community colleges have ESL programs using traditional materials focused on grammar and repetition rather than real meaningful conversation which your book provides.
I happened on your book accidentally on the internet and looking at the sample lessons, I quickly knew that this book would work for my students.
I wanted to add one more thought regarding Compelling Conversations. It is saving me a lot of time! I have been tutoring Japanese adults (businessmen and their wives) for nine years after retiring from almost 30 years of teaching in public schools. I've spent so much time gathering materials from various sources--textbooks, my own materials, bilingual dictionaries, etc.
Now I'm finding that printing out a chapter of your book provides plenty of conversational focus for at least two hours or more of tutoring time. Even more important, our conversations are at a deeper level. For example, in chapter two there are some questions about childhood. A couple of weeks ago a student ordering on fluency was able to tell me about his childhood dreams and that now he is living that dream! I was thrilled! Thanks.
Hopefully, you will have the same satisfying experiencesthat Joan and other satisfied teachers and tutors have had with Compelling Conversations. Enjoy!
As the price of rice, corn, and other basic food staples increased daily and food riots return to the headlines, we might want to reflect on ways to help the world’s poorest poor. One way that English teachers, dedicated students, and idealists can make a small contribution is by visiting www.FreeRice.com .
This outstanding educational site asks a wide range of vocabulary questions that often appear on standardized exams. Are you studying for the TOEFL, TOEIC, SAT, LSAT, or GRE? Are you trying to expand your English language vocabulary? Do you know relatives, friends, or co-workers in poor countries? Are you an English student, an ESL teacher, a language school administrator, or a global citizen? FreeRice provides practical assistance to adult education students, ESL teachers, immigrants, test takers, and refugees. FreeRice is a powerful vocabulary resource with 50 levels of vocabulary questions, and its addictive too!
Whether you are a word lover or a world lover, this site should appeal to you. For each correct answer, the site sponsors donate 20 grains of rice to the United Nations Food Program. Check Free Rice out, test your vocabulary skills, and make a small – yet significant – contribution today. Thanks!
“The satiated man and the hungry man do not see the same thing when they look upon a loaf of bread.”
Rumi (1207-1273), Persian poet
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Student conferences, especially with shy students worried about their grade or academic performance, can often be a bit awkward for both the professor and student. ESL students, sometimes insecure about their pronunciation or vocabulary, can feel particularly anxious. ESL teachers have to find ways to reduce student anxiety, provide a safe place for students to speak, provide feedback on student work, and uphold standards.
In general, I love student conferences because you get a chance to really work with a student on their writings and assignments. I often feel that I learn as much as I teach in these 20-30 minute conferences.
Sometimes, however, I have awkward conferences. If the student has plagiarized, then this can’t be avoided. Those moments, which I dread, can not be avoided. So it goes.
Yet sometimes, as occurred last semester, an ESL student is so shy, so timid, and so unsure that they speak so softly that I can’t even hear. Sometimes I lean forward and ask them to please speak a bit louder. If a student continues in the same low volume, I might apologize for my poor hearing and again request they speak up. What does one do on the third request?
“Please speak a bit louder so I can hear you.”
Was this too direct? I wanted to say, “If I can’t hear you, you will be misunderstood. I want to understand you. Speak up!!”
Patience, this time, paid off. The student raised her voice to an audible level, and replied, “okay.”
“Good to hear you,” I replied. We proceeded to have a productive end of semester conference.
Bottomline: students must speak up in conversations, conferences, and class discussions. Volume matters.
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